Student interprofessional mental health simulation (SIMHS): evaluating the impact on medical and nursing students, and clinical psychology trainees

Abstract

Purpose Mental health simulation is the educational practice of recreating clinical situations in safe environments using actors, followed by structured debriefing, to foster professional development and improve care. Although evidence outlines the benefits of simulation, few studies have examined the impact of interprofessional mental health simulation on healthcare trainees, which is more reflective of clinical care. The purpose of this paper is to evaluate the impact of mental health simulation training on students’ confidence, attitudes, knowledge and perceived professional development and anticipated clinical practice. Design/methodology/approach Participants (n=56) were medical (41 per cent) and mental health nursing students (41 per cent), and clinical psychology trainees (18 per cent). Six simulated scenarios, involving one to three trainees, were followed by structured debriefs with trained facilitators. Scenarios, using actors, reflected patient journeys through emergency, medical and psychiatric settings. Participants’ confidence, knowledge and attitudes were measured quantitatively using pre- and post-course self-report questionnaires. Perceptions of impact on professional development and clinical practice were assessed using thematic analysis of post-course questionnaire responses. Findings Knowledge, confidence and attitudes scores showed statistically significant increases, with large effect sizes. Thematic analyses highlighted themes of: interprofessionalism, communication skills, reflective practice, personal resilience, clinical skills and confidence. Research limitations/implications Further research should clarify the impact of interprofessional simulation training on mental health practice in the context of other training received. Practical implications Simulation training may begin to influence participants’ professional development and future clinical practice and subsequently care delivered, supporting its increased use in mental health. Originality/value This study adds to nascent understandings of the use and potential of interprofessional mental health simulation, outlining innovative training, its positive outcomes and implications.

Interprofessional education in nursing: The impact of collaboration between physical and mental health care professionals

“…Since this was only a pilot, more time is required to make students aware of the gaps in their knowledge during this type of experience. Recent studies indicate that this type of activity is more highly valued at initial levels of professional training, but that there is still progress missing in the development of measurements for each field [ 37 ].…”

Educating business students to manage for mental health

“…As indicated, the nature and purpose of the course was explained to the students at the outset, including that the course was not “self-help” in nature, but aimed at preparing students for their professional work (DeFrank, 2012). Although students in health-related disciplines likely receive some exposure or even formal instruction related to mental health (Attoe et al , 2019; McAllister et al , 2014; O’Reilly et al , 2011; Patterson and Ford, 2014; Stacey and Rayner, 2008; Wheeler et al , 2014), coverage of such topics in business and management programmes is typically scant or absent (Martin et al , 2015; Samra, 2017). Therefore, business students might not anticipate open discussion of mental health within business curricula or courses, and might find some of the material surprising, anxiety producing, uncomfortable or otherwise difficult.…”

A New Reality: The Role of Simulated Learning Activities in Postgraduate Psychology Training Programs

“…An interprofessional study involving medical, nursing and clinical psychology students found that knowledge, confidence and attitudes towards clients, professional roles, interprofessional working and intervention approaches improved after working through simulated scenarios and debriefs (Attoe et al, 2019). Students appreciated being able to collaborate with other professionals and reported that the experience had helped them develop better ways of communication, and that they had increased in clinical skills and confidence.…”

“…Students appreciated being able to collaborate with other professionals and reported that the experience had helped them develop better ways of communication, and that they had increased in clinical skills and confidence. Other benefits that they identified were developing empathy, self-awareness and resilience when dealing with clients (Attoe et al, 2019).…”